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Increasing Self-Awareness to Strengthen Cultural-Awareness

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Recorded on Wednesday, November 16, 2022

Presented by Dr. Cassandra Ferreira, Dr. Stephanie JW Ford, Dr. John Ferreira, and Dr. LaShonda Fuller

When attended in full, offers 1.0 CEs for Psychologists, 1.0 IL CEUs for Social Workers, 1.0 BBS CEUs for Counselors and Social Worker, 1.0 NBCC Clock Hours

Workshop Description:

Personal cultural awareness is a critical component for creating an effective learning environment (Counsel for Accreditation of Counseling and Related Educational Programs, CACREP, F.2.h; Kumi-Yeboah et al., 2020). Self- exploration is one avenue that an instructor can use for becoming culturally aware (Desai et al., 2019). This panel presentation engages the audience by using Johari’s Window (Luft, 1969) as a framework to discuss intrapersonal processes. The panel will discuss Giddings (2007) book on When and Where I Enter and how the text was instrumental for the development of the When and Where I Enter self-awareness exercise to increase cultural awareness.

Participants will learn and engage in the self-awareness exercise for exploring cultural awareness through self- exploration. Specifically, presenters explore literature supported evidence on the benefits of instructor cultural awareness demonstrated in the learning environment. In addition, research is presented on the importance of self-reflective practices to increase personal self-awareness and consequently enhance cultural awareness. Then, the panel demonstrates the When and Where I am Enter self-exploration exercise to use as a tool for developing stronger cultural awareness through self-exploration. Finally, the panel members and attendees discuss and explore the experience of using the When and Where I Enter self-exploration exercise for developing cultural awareness which can be applied in all areas of life.

Learning Objectives:

After completing this intermediate level program, participants will be able to:

  1. Define cultural awareness,
  2. Identify self-exploration as a tool for cultural awareness,
  3.  Implement a self-exploration exercise,
  4.  Explore the impact of self-awareness exercise on overall cultural awareness.

Program Standards and Goals:

This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures. 

This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science.

Presenter Biographies:

Cassandra Ferreira, Ph.D.: Dr. Ferreira is a LPC in the state of VA and is active in the mental health field. She has experience working with couples, adults, and children. She has a special interest in using culturally appropriate approaches when working with adults in therapy. In addition, cultural sensitivity in the virtual classroom is a passion of Dr. Ferreira’s. Dr. Ferreira has published journal articles and presented at numerous local, national, and international conferences focusing on cultural sensitivity, military family resilience trends, identifying childhood needs in the classroom, and using the stages of grief to heal communities. Dr. Ferreira belongs to various counseling organizations.

Stephanie JW Ford, LP: Dr. Stephanie JW Ford is a licensed psychologist. She currently serves as a professor at Liberty University in the Counselor Education and Supervision department. She presents at local, state, and national professional conferences and for organizations. Her knowledge of counseling and psychology, along with her research and work experience in cultural humility; diversity, equity, and inclusion; major neurocognitive disorders; mental health awareness; intimate partner violence; program, and curriculum development, instruction, and leadership in online universities; engineering psychology; and her clinical skills are used to instruct, consult, and aids individuals as well as organizations’ leadership teams with achieving wellness. She holds onto an unswerving hope for all to have a future better than one can imagine. 

LaShonda Fuller, Ph.D., LPC, NCC: Dr. LaShonda Fuller is an Associate Professor at Liberty University in the Counselor Education and Family Studies Department. Dr. Fuller earned a doctorate in Counselor Education and Supervision from Western Michigan University and has both a Master of Education degree in guidance and counseling and a Bachelor of Science degree in journalism from Bowling Green State University. She is a Nationally Certified Counselor, a Licensed Professional Counselor in the states of Michigan and Texas, and a Licensed School Counselor in the State of Michigan. Dr. Fuller has served as a Counselor Educator over 10 years, nine years of clinical practice and two years as a school counselor. While teaching, she has mentored students, consulted with other health professionals within varying communities, served as a behavioral and grief consultant, and have maintained active membership in several professional counseling organizations. Among Dr. Fuller’s global conference presentations, her research interest targets rest management, identity development, workplace bullying, and reframing trauma.

John Ferreira, Ph.D., LPC: John Ferreira has a Ph.D. in Counselor Education & Supervision. His current clinical and research interests focus on cultural sensitivity in higher education, working through grief, and resilience factors related to active-duty personnel and successful overseas transitions for the military population. He actively advocates for individuals who experience relational type abuse and trauma.  He also presents at several national and international conferences to help raise awareness on the various needs of the military population. In his free time, he enjoys spending time with his family in any capacity.  

References:

CACREP (2016). Standard F.2.h. 2016 CACREP Standards

Desai, P., Dodor, B., & Carrol, E. (2019). Exploring one’s family heritage to enhance self- awareness: A step toward developing cultural competence. Interdisciplinary Journal of Applied Family Science, (60)1, 76-91. https://doi-org.ezproxy.liberty.edu/10.1111/fare.12383

Giddings, P. (2007). When and Where I Enter: The Impact of Black Women on Race and Sex in America.W. Morrow

Gómez-Rey P., Barberà E., & Fernández-Navarro F. (2016). The Impact of cultural dimensions on online learning.

Educational Technology & Society, 19 4, 225—238. Luft, J. (1969). Of human interaction: The Johari model. Mayfield.Yeboah-Kumi, A., Dogey, J., Yuan, G., & Smih, P. (2020). Cultural diversity in online education: An exploration of instructor’s perceptions and challenges. Teachers college record, (122)7, 1-46. https://doi- org.ezproxy.liberty.edu/10.1177/0161468120122007

Workshop Pricing:

General Admission: $30

Continuing Education:

Target Audience: All mental health disciplines.

Psychologists. This program, when attended in its entirety, is available for 1.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to officeofce@thechicagoschool.edu There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

Social Workers. This program, when attended in its entirety, is available for 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 1.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.

Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.